Lambie: Chapter 9 & 10Pragmatic Issues of CollaborationStages for Collaborative Program DevelopmentInterpersonal Problem SolvingSlide 5Interaction #1Interaction #2Interaction #3Reactive or ProactiveYour roleFactors that affect problem solvingSlide 12Interpersonal communicationHuman communicationCommunication typesEffective interactionsImprove your communicationChapter 9Role –specific considerations in collaborationParents:- A continuum of interactions.Three types of barriersSuggestions for fostering parental participationAdministratorsSuggestions to help administratorsRelated ProfessionalsGeneral Education TeacherParaprofessionalsChecklist for effective paraprofessional relationshipsContext considerations for collaborationReduce dilemmas of inter-organizational collaborationCoordinated Interagency SystemEthics in Collaborative PracticeGeneral guidelines for family involvement (p.263)Family ConferencesConference planningEncourage family inputFamily Involvement and PlanningUsing statementsDescriptive statementsGuiding statementsSeeking informationClarificationCharacteristics of Effective Interpersonal FeedbackFeedback isAsking questionsCharacteristics of questionsSuggestions for Asking QuestionsConducting interviewsInterviews -contAssignmentNext week -Lambie: Chapter 9 & 10Resiliency & the VillageTeam Functioning & Family InvolvementPragmatic Issues of CollaborationInterpersonal CommunicationPragmatic Issues of Collaboration•How to fit collaborative activities into already crowded list of responsibilities–Caseloads–Class size–Pullout versus in-class services–Balancing the needs of the students with collaborative activities–Itinerant teachers–Planning timeStages for Collaborative Program Development1. Establishing the program and its goals.2. Planning for implementation3. Preparing for implementation4. Implementing the program5. Maintaining the programInterpersonal Problem Solving1. Are the persons who have responsibility and resources for addressing the problem committed to resolving it?2. What might happen if nothing is done to resolve the problem?3. Does the problem warrant the effort and resources required to make significant change?Interpersonal Problem Solving•Identify the problem•Generate possible solutions•Evaluate potential solutions•Select the solution•Implement the solution•Evaluate the outcomeInteraction #1Director: With Jason enrolling at Lincoln School, we’re going to have to make some modifications so that the building is accessible. Let’s see what do we need to do?Teacher: A ramp needs to be installed at the entrance to the building. There are three steps.Therapist: Someone needs to make sure that handrails are installed in the bathroom.Principal: What about the chalkboard in the classroom?Director: Let’s make a list of changes to check on and then decide who can deal with them. The carpenters can be here by the end of the week.Interaction #2Teacher 1: I don’t know how I’m going to get a schedule made up. Too many people want me to be too many places at the same time. Teacher 2: I know what you mean. The flexible services for kids are great, but I’m not sure I can handle what it does to my life.Teacher 1: Let’s start with the givens. We’ve got to have one of us available to cover English classes during first and second hour since there are so many students with IEPs in those classes.Teacher 2: And we promised that at least one of us would be free to meet with teachers during fourth hour lunch. Teacher 1: Let’s block these things out on a master schedule.Interaction #3Psychologist: We’ve agreed that we need to redesign our programs and services by next year so they increase integration of students. What steps do we need to take to make our goal a reality?Teacher 1: There has to be support for the classroom teachers. We have questions about identifying students’ needs and setting realistic expectations. We need someone to help us generate ideas and support us in teaching all of our students. Teacher 2: I’m wondering how the psychologists and social workers could help out. Maybe some of the support could be related to peer groups in classes.Social Worker: We need to think about the parents, too. And the students. The special education staff, too. Everyone needs to be prepared for the changes we’re proposing.Reactive or ProactiveReactive – is responding to a crisis or dilemmaProactive – when an anticipated situation focuses attention and triggers the problem-solving process before a crisis occurs.Your role•Is this a problem I should be involved in solving?•Should a collaborative approach be taken to this problem?Factors that affect problem solving•Are the persons who have responsibility and resources for addressing the problem committed to resolving it?•What might happen if nothing is done to resolve the problem?•Are adequate time and resources available to resolve the problem?•Does the problem warrant the effort and resources required to make significant change?How do individual and inter-personal problem solving differ?Interpersonal communicationEffective communication is essential to most aspects of your professional successThe skills of effective communication are critical in the performance of your instruction, administrative, planning, or other intervention responsibilities, as well as in your collaboration with colleagues and parents.Human communication•Means by which information is transmitted from one person to another•Communication IS the process of exchanging information.•The information is the message or content of the communication.•It consists of words, noises, facial expressions, and a stance of the communicator.Communication typesUnilateral – one way, a speaker provides information to the listenerDirective – face-to face when the speaker sends a message to a listens & who indicates receipt and comprehension of the messageTransactional – two-way, reciprocal interaction in which each participant simultaneously sends and receives messages while alternately assuming the role of speaker or listener.Effective interactions•Frame of reference•Selective perception•Listening•Nonverbal communication: congruence, individualism (identify your patterns)•Verbal: concreteness, neutralityImprove your communication•Openness (Set aside bias and explore various aspects of a situation before deciphering the message)•Meaningful (not too little or too much)•Silence (you can